스펙트럼 언어지능 평가 체제의 타당도 및 신뢰도 분석

김판희 ( Pan Hee Kim ),류혜원 ( Hae Won Ryou ) 한국아동교육학회 2007 아동교육 Vol.16 No.2

다중지능이론에 기초한 미술프로그램의 유아 미술능력에 대한 효과

김판희 ( Kim Pan Hui ),박춘희 ( Park Chun Hui ) 미래유아교육학회 2003 미래유아교육학회지 Vol.10 No.1

The purposes of this study were to examine the effects of an art program for young children based on the Gardner’s Multiple Intelligences theory on children’s abilities in art expression and art appreciation. The hypotheses were that utilizing other intelligences in teaching art would be beneficial in improving children’s artistic abilities, and especially for children who were weak in spatial intelligence. The program of this study based on the principles of MI theory was composed of three elements; perception, production and reflection. The activities in each element were designed to have children use their several intelligences. The program was implemented in the experimental group of 30 kindergarteners of age 5 years old in a large city in Korea. 32 sessions of the program were carried out over 8 weeks. Another comparative group participated in traditional art lessons for the same period. Both the experimental group and the comparative group were tested on art abilities right before and after the experiments. The difference scores between pretest and post-test were used as measures of improvement of the artistic abilities. The instruments for the artistic abilities were modified from Schiiiiiiacher(1993), Bames(1987) and Krechevsky(1998). Shearer’s Multiple Intelligences Development Assessment scale adjusted by Taehee Jung(1998) to the Korean children was used for spatial intelligence. Two way ANOVA of group(2) X spatial intelligence level(3) was performed to test the effectiveness of the program. The results of the analyses showed that the art program for young children based on the Multiple Intelligences Theory was more effective than the traditional art program in improving young children’s art expression and art appreciation. And the positive effects was greater for children who were low than children high or middle in their spatial abilities.

유아용 다문화에 대한 인식 척도의 신뢰도 및 타당도 분석

김판희 ( Pan Hee Kim ),이춘옥 ( Chun Ok Lee ) 한국아동교육학회 2009 아동교육 Vol.18 No.4

프로젝트수행방법과 연령에 따른 유아의 프로젝트 효과

김판희(Kim Panhee),임상도(Im Sang Do) 한국열린유아교육학회 2001 열린유아교육연구 Vol.6 No.1

본 연구는 유치원에서의 프로젝트 활동이 4-5세 유아들의 창의성, 인지력 및 사회적 능력에 미치는 효과를 프로젝트수행방법과 연령에 따라 어떻게 다른가 조사하였다. 프로젝트수행방법은 다상징적 표상 접근과 주제망 접근으로 구분하고. 4세와 5세 연령별 10명 집단이 6주간 프로젝트를 하였다. 각 종속변인의 사전-사후검사의 차이를 효과점수로 하여 변량분석 한 결과, 프로젝트 활동은 유아들의 창의성과 인지능력, 사회적 능력향상에 긍정적인 효과를 보였다. 두 방법간에 인지능력에 대한 효과의 차이가 없었으나, 창의성에는 다상징적 표상이 주제망 접근에 비해 보다 효과적이었으며, 사회적 능력에는 주제망 접근이 효과적인 것으로 나타났다. 한편, 4세는 두 접근간에 효과의 차이를 보이지 않는 반면. 5세의 경우 창의성에는 다상징적 표상이. 인지능력에는 주제망 접근이 보다 효과적인 경향을 보였다. The purpose of this study is to investigate effects of projects by 4-5 yeats old kinder-garteners on their creativity, cognitive ability and social ability. The differential effects of methods of projects and ages of children were also examined. For the experimental sessions, four groups of 10 same age children participated in projects with the theme of "cow" over 6 weeks. The projects were proceeded according to the guidelines of the Project approach or the Reggio Emilia approach. Two control groups had participated only in pre-test and post-test of dependent variables. The research hypotheses on the differences were tested on the difference scores of the pretest and the post-test. The results showed that there were positive effects of projects in the kindergarten education on creativity, cognitive ability, and social ability scores. However, it seemed Reggio approach was more effective than the Project approach in improving creativity score, and Project approach was effective for social ability of 4-5 years olds. There was no differece between two approaches in congitive score improvement.

경쟁 / 협동상황에서의 4 - 5세 아동의 상호작용 관찰 연구

김판희(Pan Hee Kim) 한국아동학회 1996 아동학회지 Vol.17 No.1

The purpose of the present study was to investigate how 4-to 5-year-olds approach a competitive/cooperative task to obtain a resource. Sex and age differences were examined for the behavior and resource utilization of this task. The subjects were 74 same-age, mixed sex groups of 4 children each in three kindergartens in a large city. Each group of 4 children were classmates. The children were videotaped in a play situation where one child could view a cartoon movie (i. e. acquiring a resource) with the assistance of two children (one to turn the film tape and one to push the light-button), and the fourth child was a bystander. Time at each position and physical and verbal behavior constitute the data which were analyzed by ANOVA and χ². The results of the time analysis showed that children cooperated quickly and were able to view the cartoon(resource utilization) for a large part of the session. High resource utilizers compared with low resource utilizers, exhibited more self-assertive and helping behaviors. Boys achieved more viewing time while girls were bystanders for a greater amount of time. Boys showed more physical and verbal behaviors during the task. Four-year-olds achieved less viewing time than 5-year-olds, indicating 4-year-olds were less effective in eliciting the help of their peers.

간호학과와 보건복지과 학생 대상 전문직 간 교육(IPE) 프로그램의 효과

김판희 ( Pan Heui Kim ),김수경 ( Su Kyung Kim ),이상순 ( Sang Soon Lee ) 대한의료커뮤니케이션학회 2024 의료커뮤니케이션 Vol.19 No.1

Purpose : This study aimed to analyze the effectiveness of the interprofessional education (IPE) program for nursing and Health and Welfare students. Methods : This study used a quasi-experimental method (single group, before and after). The participants were 45 students from the nursing and Health and Welfare departments. Data were collected using a self-report questionnaire. Data were then analyzed using descriptive statistics, paired t-test using SPSS/WIN Statistics version 19.0. Results : After completing the IPE program, students’ readiness for interprofessional learning (t=4.76, p<.001), self-efficacy for interprofessional experimental learning (t=16.05, p<.001) and teamwork attitudes (t=5.59, p<.001) scores were significantly higher than before the program. Conclusion : The study results indicate that the IPE program for nursing and Health and Welfare students is effective in increasing their readiness for interprofessional learning, self-efficacy for interprofessional experimental learning and teamwork attitudes.

일 도시지역 주민의 스트레스 지각, 정신건강 및 사회적 지지

김판희(Kim, Pan Hee),김희숙(Kim, Hee Sook) 한국보건간호학회 2010 韓國保健看護學會誌 Vol.24 No.2

ARCS모형 적용 온라인 기반 지역사회정신간호학실습 프로그램 개발 및 효과

김판희(Kim, Pan Heui),김희숙(Kim, Hee Sook) 한국간호교육학회 2024 한국간호교육학회지 Vol.30 No.1

Purpose: This study aimed to identify whether there is a difference between an online-based community psychiatric nursing practice program with the ARCS model and a conventional community psychiatric nursing practice program in promoting nursing students’ learning motivation, knowledge of community psychiatric nursing, communication skills, and learning self-efficacy. Methods: This study used a quasi-experimental design with a non-equivalent control group. The participants were 44 nursing students at three nursing colleges in Gyeongsangbuk-do. The experimental group was provided the online-based community psychiatric nursing practice program with ARCS model, while the control group was provided the conventional community psychiatric nursing practice program from July 9, to September 3, 2022. Both groups received practice training 8 hours a day, 5 days two weeks. The collected data were analyzed using the exact χ², Mann-Whitney U-test, and Quade’s two-way ANCOVA with the IBM SPSS Statistics 28.0 program. Results: The results of the comparison of an experimental group training with the online-based community psychiatric nursing practice program with ARCS model and a control group training with the conventional community psychiatric nursing practice program showed that, there was no statistically significant difference between the two groups in learning motivation knowledge of community psychiatric nursing, and learning self-efficacy. However, communication skills were statistically significantly higher in the experimental group (F=6.23, p=.017). Conclusion: The online-based community psychiatric nursing practice program with ARCS model can be used as a substitute learning to improve community psychiatric nursing capabilities in situations when clinical practice is suspended due to infectious diseases such as coronavirus disease 2019 or when is a shortage of community psychiatric nursing practice institutions.

유아의 반응중심 동화수업의 효과

김판희 ( Pan Lee Kim ),류혜원 ( Hae Won Ryu ) 한국아동교육학회 2008 아동교육 Vol.17 No.2

유아의 정보처리유형에 따른 프로젝트접근법의 효과

김판희 ( Pan Hee Kim ),이미연 ( Mi Yeun Lee ) 미래유아교육학회 2004 미래유아교육학회지 Vol.11 No.2

This research was designed to investigate the effects of the project approach on young children’s social and academic self-efficacy as well as the level of learning interest, and also to find out whether there were any differences in these effects in relation to the children’s information processing type. K-ABC intelligence tests were conducted on 186 children of age from 4 to 5 in “D” Kindergarten in Daegu City in Korea in order to separate the children into two different groups according to their information processing type. Then from the two groups, 20 subjects of the sequential processing type and another 20 subjects of the simultaneous processing type were chosen by random sampling. Each of these two groups was then randomly divided into another two groups, each of which consisted of 10 subjects-one group for a project approach and the other for a unit approach. The project approach groups engaged for seven weeks in activities based on Helm and Katz’s(2001) project approach for young children. During the same period, children of the other groups engaged in unit-based activities of regular classes for the purposes of comparison. In order to assess the effects of the project approach, self-efficacy tests and an academic interest test were administered immediately before and after the experiments. The self-efficacy test consisted of a social efficacy test and an academic efficacy test. These efficacy tests were constructed based on questionnaire by Hee-Jug Woo(1993), Harter and Pike(1984), Ah-Young Kim & In-Young Park(2001), and Jinks & Margan(1999). The academic interest test was based on the concept of interest suggested by Pintrich and Schunk(2002). For the data analyses, MANCOVA was applied with the IQ scores as the co-variants with a = .05. The results of the analyses were as follows : 1. The project approach was more effective than the unit approach in increasing young children’s social and academic self-efficacy as well as their academic interest level. 2. There were significant interaction effects between the teaching approach and the information processing type. The simple effect analyses of the interaction showed that children of the simultaneous processing type showed a greater increase in the project approach than in the unit approach in all sub-factors of social self-efficacy(interpersonal relations efficacy, prosocial behavior) and academic self-efficacy(confidence, perceived self-confidence, and task difficulty preference), as well as academic interest level(concern for learning, a better learning attitude, and an increased learning persistence). However, children of the sequential processing type showed a greater increase only in social self-efficacy and in perceived self-competence(a sub-factor of academic self-efficacy) in the project approach than in the unit approach. These children didn’t show a difference between the two approaches in any of the other sub-factors. In conclusion, the project approach appeared to be more effective than the unit approach in increasing the self efficacy as well as academic interest, mainly for children of the simultaneous information processing type.